May 2010

Not much activity this month. The IT diploma students have finished the controlled assessment and are getting ready to go on their work placements. They have been using their Mahara ePortfolios to create their CVs which will be submitted to employers prior to their placements. I hope to get some feedback from some of the employers about the content and usefulness of CVs presented in this way.

Following the meeting with the creative media diploma tutors and our school contact, I arranged for two members of staff from the school to have access to the learners PDPs as agreed and provided instructions for logging in. I have been checking to see if anybody has looked at the PDPs, and to date they have not even logged in to the course. This is very disappointing as the school liaison was keen to participate and had expressed a special interest in being able to see the learners attendance and punctuality information, rather than waiting for register information to be sent to the school.

They had also agreed that the learners would be able to access a chat room, in the course, on the Learner portal during their IT sessions when at school. This has not happened and Nik, the course tutor, has spent several Thursday afternoons waiting for somebody to join him in the chat room! I spoke to some of the learners to find out why they were not accessing the chat room and they said that their school teachers needed them to spend the time on their Functional Skills. We have a meeting arranged in early June which will be an opportunity to ask why the school contacts did not access the Learner Portal.

New collaborations

Had a meeting today with the Creative Media tutor and a representitive from the secondary school who the College is collaborating with on the diploma delivery. Nik, the tutor, has agreed to run an online chat on a Thursday afternoon when the diploma students are in an IT lesson at the school, so that they can communicate in between their lessons at the College. We are also enabling the school tutors to access the learners' PDPs so that they can be fully informed of the learner progress and crucially, any attendance or punctuality issues will be immediately highlighted. I hope that this will provide more data for the final evaluation, especially around the collaboration of stakeholders.

Interim evaluation report

I have now finished the interim evaluation report. It has been hard to write, as instead of having too much data to analyse (which I had feared would be the case) I haven't had a lot to work with. Feedback from students has mostly come in the form of questionnaires and discussion posts and I have been unable to interview as many tutors as I would have liked. Because the Diploma in IT is delivered solely by the College, there have been no opportunities for collaboration between the different stakeholders, which in turn has limited what I could evaluate.


I hope that in the Spring term things will be different. The learners will be going on work experience and the Mahara ePortfolio will provide opportunities for more sharing of information and feedback between employers, tutors and learners.


Also, next term I will be extending the evaluation to include a group of students, who are studying on the Higher Diploma in Creative Media. These students are 14 and 15 year olds who are based at a local school and they only attend the College once a week, so this presents an ideal opportunity to look at the effects of the support that can be offered by different features of the Learner Portal whilst they are away from the College.

February 2010

Rushing around trying to get data for the interim report and make some sense of the data I have already collected. Trying to find time to speak to tutors and learners has been difficult - everybody is so pushed for time, especially as they are currently in the controlled assessment phase of the delivery. Trying to find a quiet room to film videos, that is free when the tutors are free, is proving difficult and I have had to redo one video because the sound was too poor.

Using the PDP

I do not think that the learners are using the PDP to its full potential and I need to try another tactic to engage them. We have arranged another event for the whole Diploma team and this time I am going to bring my colleague, Angela, who is the eLearning link person for the school of CIT in the hope that she will be able to work with tutors and support them with their use of the Learner Portal.

We have also discussed ways that we can engage the staff and learners and to get them to see the value of its' use, and she has suggested that I post a question on the discussion boards in both courses in video form. As the learners studying for the Higher Diploma have been given devices to record audio for their media projects, they will be able to record their responses to the discussion and upload. Provided I frame the question and also provide a bit of background to the use of the PDP, I hope to get some more valuable feedback. Although they have already contributed to the discussion board, it feels very much like "I've been told I have to do this, so I will do as I am told"!

I do not think they can see the value that the PDP could add to their learning experience and I hope to be able to change this. I am going to provide an example of a PDP with which to inspire them and to allow them to see how it could really help them.

Second group session

I decided to try to talk to the whole group of Advanced Diploma students and this time use the Turning Point voting buttons to engage them. This was more successful than the last group - they were more animated (in fact a bit too lively) and they seemed to enjoy using the voting buttons. Jo came with me to video the session, but they did not want to be filmed. Therefore Jo tried to record their feedback by pointing the camera at the floor and simply recording audio.

After a few warm up questions, I began to ask them my questions about the use of the Learner Portal. They were happy to vote but when I asked them to expand on the answers they had given, I had difficulty in getting them to answer sensibly. They were very loud and although Jo recorded their responses it was hard to transcribe. There are a few nuggets that will be in my report.

I am not sure how much I have got out of this and whether the results are any better than if I had just asked them to complete a questionnaire. It would have been much better to do this with a small group, but they are unwilling to put themselves forward for this. Perhaps now that they have met me this might be a possibility.

Meeting the students

I have been trying to arrange focus groups with both ICT Diploma groups without much success. In both groups the students are very reluctant to put themselves forward, so much so that in the Higher Diploma class only one student is currently willing to attend - not sure that they can be a group of one! Added to this they are beginning to enter the controlled assessment phase of the course and time is getting very tight.

I therefore thought I would go into the class this morning to meet the whole class and ask them my questions whilst their tutor set up their PCs for the assessment - my thinking here was that if I met them all together they would be less reticent. Hmm - how wrong could I be. They were unwilling to be videoed and getting them to respond to my questions was like pulling teeth. One or two of the group had a few things to say, but for the most part, responses were monosyllabic and not particularly illuminating. I was hoping that following this morning session, I could encourage a couple more of the group to join in a focus group, but they are still unwilling.

I have since spoken to the tutor, who informs me that they were quiet because they were nervous about starting the controlled assessment so maybe there is hope yet. I still have to get them to complete a questionnaire, so hopefully this will provide better feedback.

I have a similar session with the Advanced Diploma group on Thursday - this time I am going to try to engage the group by using the voting buttons. Watch this space.